Journal Articles

Permanent URI for this collectionhttps://mro.massey.ac.nz/handle/10179/7915

Browse

Filters

2023 - 20242

Settings

Author: search.filters.author.Laswad FSubject: search.filters.subject.COVID-19

Search Results

Now showing 1 - 2 of 2
  • Thumbnail Image
    Item
    Accounting students’ performance in proctored online exams: early evidence from COVID-19 disrupted tertiary education learning
    (Taylor and Francis Group, 2024-04-26) Edeigba J; Opare S; Laswad F
    Given the debate in tertiary institutions on the use of technology for assessments due to the coronavirus (COVID-19) pandemic, we compare the performance of accounting students in proctored paper-based and online exams. We examine exam scores across different demographic variables to provide early insights into the impact of these demographics on student performance. Our exploratory analyses indicate that students perform better in proctored online assessments than invigilated paper-based ones. The differences in student performance between these two assessment methods are associated with distinct factors, such as in-person and distance study modes, and student nationality. In summary, the findings of this study provide support for the adoption of online technology in managing exams.
  • Thumbnail Image
    Item
    Accounting students’ online engagement, choice of course delivery format and their effects on academic performance
    (Taylor and Francis Group, 2023-09-24) Hu Y; Nath N; Zhu Y; Laswad F
    This study examines the effects of synchronous and non-synchronous online engagement on the academic performance of accounting students at a New Zealand university based on their choice of course delivery format – either distance learning or face-to-face learning with online components (F2F+). We track accounting students as they complete three financial accounting courses over three consecutive years. Drawing on social constructivism theory, we find that both synchronous and non-synchronous student online engagement are positively related to their academic performance, and this positive effect varies across assessment types. The positive effect of synchronous online engagement on student performance is more pronounced when students choose to learn via F2F+ rather than via distance learning. Further analyses show that the positive effect persists among students with different characteristics. These findings highlight the useful role of student online engagement in learning and provide support for universities to allow students to choose their preferred course delivery format.